Academic & Behavior Supports: First & Every Day George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 24 2009 www.pbis.org www.cber.org www.swis.org.
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Academic & Behavior Supports: First & Every Day George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 24 2009 www.pbis.org www.cber.org www.swis.org • • • • • • • • • • • Sandy Chafouleas, - behavioral assessment Mike Coyne - literacy Michael Faggella-Luby – literacy Meg Jarvi – administrative assistant Dan Maggin – postdoc Breda O’Keefe - postdoc Natalie Ollinghouse – writing Brandi Simonsen – positive behavior supports Lisa Sanetti - intervention integrity Kari Sassu – positive behavior supports George Sugai - positive behavior supports Policy & Practice Examples & Considerations RtI IDEA ARRA HR 2597 ESEA Schools “NCLB” VIOLENCE PREVENTION • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • High rates of academic & social success • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Formal social skills instruction • Positive active supervision & reinforcement • Center for Study & Prevention of Violence (2006) • Positive adult role models • White House Conference on School Violence (2006) • Multi-component, multi-year school-family-community effort SWPBS is framework for…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement SWPBS is • Framework for enhancing adoption & implementation of • Evidence-based interventions to achieve • Academically & socially important outcomes for • All students Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994 • Tertiary (FEW) – Reduce complications, intensity, severity of current cases • Secondary (SOME) – Reduce current cases of problem behavior • Primary (ALL) – Reduce new cases of problem behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990) “Response-to-Intervention” IMPLEMENTATION W/ FIDELITY UNIVERSAL SCREENING RtI CONTINUUM OF EVIDENCE-BASED INTERVENTIONS DATA-BASED PREVENTION DECISION MAKING & EARLY & PROBLEM INTERVENTION SOLVING CONTINUOUS PROGRESS MONITORING RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new Precision Teaching CBM Early Screening & Intervention Applied Behavior Analysis Behavioral & Instructional Consultation Prereferral Interventions Diagnostic Prescriptive Teaching Teacher Assistance Teaming CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior RtI Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, selfmanagement DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers Responsiveness to Intervention Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Circa 1996 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences RTI Math Intensive Continuum of Support for ALL Science Targeted Spanish Reading Soc skills Universal Soc Studies Dec 7, 2007 Basketball 2006-2008 K-1 (same): Phonemic Segmentation Fluency 90 90 80 70 65 57 Percent 60 50 44 LR SR 40 36 AR 30 26 30 19 20 13 9 9 10 1 0 сен.0606 Sep сен.07 08 Feb 07Month Sep фев.07 фев.08 Feb 08 2006-2008 K-1 (same): Letter Naming Fluency 77 80 70 65 64 64 60 Percent 50 LR 40 SR AR 30 20 26 25 16 18 17 11 11 10 6 0 сен.06 Sep 06 фев.07 Feb 07Month май.07 Sep 08 сен.07 Feb 08 2006-2008 1-2 (same): Oral Reading Fluency 90 84 80 70 63 62 Percent 60 58 50 LR SR 40 AR 31 27 30 25 20 8 10 0 Sepфев.07 06 май.07 Feb 07Month сен.07 Sep 08 фев.08 Feb 08 2006-2008 1-2 (same): Nonsencse Word Fluency 80 76 71 67 70 60 54 Percent 50 LR 40 SR AR 30 26 28 26 19 20 10 0 сен.06 Sep 06 фев.07 Feb 07 Month май.07 Sep 08 сен.07 Feb 08 Effective Academic Instruction Effective Behavioral Interventions = Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) Elementary School Suspension Rate Elementary School 4J School District Change from 97-98 to 01-02 Elem With School-wide PBS 20 Eugene, Oregon 15 10 5 0 -5 1 2 3 4 5 6 7 8 9 10 11 12 13 Schools Change from 97-98 to 01-02 Elem Without School-wide PBS 6 4 2 0 -2 -4 -6 1 2 3 4 Schools 5 6 Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 0102 for schools using PBIS all four years and those that did not. EOG Reading Proportion of Students Meeting State Academic Standard Dr. Bob Algozzine NC Positive Behavior Support Initiative 100 95 90 85 80 Schools w/ Low ODRs & High Academic Outcomes 75 Reading Линейная (Reading) 70 rxy = -.44 (n = 36) 65 60 55 50 0,00 0,10 0,20 0,30 0,40 0,50 ODRs 0,60 0,70 0,80 Office Discipline Referrals per 100 Students 0,90 1,00 SWPBS Practices Classroom Non-classroom Student • Smallest # • Evidence-based Family • Biggest, durable effect www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base” ESTABLISHING CONTINUUM of SWPBS ~5% ~15% TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • ~80% of Students PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • SWPBS Subsystems Classroom Family Non-classroom Student Redesign Learning & Teaching Environment Saying & doing it “Positively!” Keep off the grass! Employee Entrance at Tulsa Downtown Doubletree Few positive SW expectations defined, taught, & encouraged Establish 3 to 5 Clearly Stated, Positive Expectations SHEPPARD SENSE!! SOY RESPETUOSO SOY RESPONSABLE Cubs’ Pride! Respect Responsibility Enthusiasm HAGO LO MEJOR QUE PUEDO! Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Compute r Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations & behavioral skills are taught & recognized in natural SETTING context TEACHING MATRIX Expectations All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Respect Property Typical Contexts/ Routines All Morning Meeting Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best. Raise hand to Put writing tools inside Ask. answer/talk. desk. Put announcements in Eyes on speaker. Put check by my desk. Give brief answers. announcements. Keep feet on floor. Homework Do own work. Turn in before lesson. Transition Use inside voice. Keep hands to self. “I Need Assistance” Teacher Directed Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Eyes on speaker. Keep hands to self. Independent Work Use inside voice. Keep hands to self. Problem to Solve Stop, Step Back, Think, Act Put homework neatly in Turn in lesson on time. box. Do homework Touch your work only. night/day before. Put/get materials first. Keep hands to self. Have plan. Go directly. Have materials ready. Have plan. Ask if unclear. Use materials as intended. Use materials as intended. Return with done. Stop, Step Back, Think, Act Have plan. Ask. Use time as planned. Ask. Stop, Step Back, Think, Act Family Teaching Matrix Expectations Respect Ourselves Respect Others Respect Property SETTING At home Morning Routine Homework Meal Times In Car Play Bedtime Acknowledge & Recognize Janney Jan 06 SWPBS Subsystems Classroom Family Non-classroom Student Basics “Active Supervision: Self-Assessment” YES or NO Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria Time Start_________ □ Playground □ Other_______________ Time End _________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____: 1 1. Did I have at least 4 positive for 1 negative student contacts? Yes No Yes No 1. 4 POSITIVE FOR 1 NEGATIVE INTERACTION Yes No 3. Did I frequently scan the area I was supervising? 2. MOVE •Authentic Yes No 4. Did I positively interact with most of the students in the area? 4. INTERACT •Interacting positively3. SCAN Yes No 5. Did I handle most minor rule violations quickly and quietly? •Culturally/developmentally appropriate 5. HANDLE MINORS PROACTIVELY •W/ all 8. but especially some DISPLAYS 6. HANDLE MAJORS BY PROCEDURE ACKNOWLEDGE OF SCHOOL•Scanning •Look around Yes No 6. Diddistributed I follow school procedures for handling major rule violations? •Equally across all •Quickly WIDE EXPECTATIONS •Positively •Quickly •Respecting •Acknowledge contact Yes No 7. Do I know ourspace school-wide expectations (positively stated rules)? •More•Quietly for some 7.SW SCHOOL-WIDE EXPECTATIONS •Use language •Briefly •Quietly 8. Did I positively acknowledge at least 5 different students for Yes No •Know & use language displaying our school-wide expectations? •Preventively •Appropriate •Appropriately/respectfully •Preventively Overall•Use active supervision score: positive behavioral examples •Positively •Quiet •Positively 2. Did I move throughout the area I was supervising? 7-8 “yes” = “Super Supervision” •5 or more kids 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______ “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started. Allday & Pakurar (2007) McCormick Elementary School, MD Monitoring Dismissal Active Supervision Strategies 10 minutes • Work with 2-3 colleagues • Identify 2-3 ways to actively supervise in 2-3 nonclassroom settings in your school each day Attention 1 Minute Please SWPBS Subsystems Classroom Non-classroom Student Family Effective Academic Instruction Effective Behavioral Interventions = Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) Five Guiding Principles GP #1: Remember that good teaching one of our best behavior management tools GP #2: Apply three tiered prevention logic to classroom setting ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior GP #3: Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations GP #4: Teach academic like social skills ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Typical Contexts/ Routines All Morning Meeting Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best. Raise hand to Put writing tools inside Ask. answer/talk. desk. Put announcements in Eyes on speaker. Put check by my desk. Give brief answers. announcements. Keep feet on floor. Homework Do own work. Turn in before lesson. Transition Use inside voice. Keep hands to self. “I Need Assistance” Teacher Directed Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Eyes on speaker. Keep hands to self. Independent Work Use inside voice. Keep hands to self. Problem to Solve Stop, Step Back, Think, Act Put homework neatly in Turn in lesson on time. box. Do homework Touch your work only. night/day before. Put/get materials first. Keep hands to self. Have plan. Go directly. Have materials ready. Have plan. Ask if unclear. Use materials as intended. Use materials as intended. Return with done. Stop, Step Back, Think, Act Have plan. Ask. Use time as planned. Ask. Stop, Step Back, Think, Act GP #5: Build systems to support sustained use of effective practices OUTCOMES PRACTICES Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Essential Behavior & Classroom Management Practices See Classroom Management Self-Checklist Classroom Management: Self-Assessment Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Ratio of Positives to Negatives: _____ to 1 Total # Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” # Yes___ <5 “yes” = “Improvement Needed” Classroom Management Practice Rating Yes No 1. MINIMIZE CROWDING & Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom DISTRACTIONS 2. ESTABLISH PREDICTABILITY specific directions, etc.). 4. 4 POSITIVE 1 NEGATIVE 3. routines, POSITIVELY STATEDFOR EXPECTATIONS have posted, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No MULTIPLE OPPORTUNITIES TO INTERACTION ••3. ISmooth movement/transitions Teach5.taught, routines 6. ACTIVE ENGAGMENT Yes No •4. ITaught provided more frequent acknowledgement for appropriate behaviors than inappropriate RESPOND behaviors (See top of page). •Authentic • W/ instructor 7. ACTIVELY SUPERVISE •• Precorrect for problems Precorrect for errors Yes No IPracticed provided student8. with multiple opportunities to respond PROACTIVELY and participate during • each Frequent •5. instruction. HANDLE MINOR 9. MULTIPLE ACKNOWLEDGEMENT •Culturally/developmentally appropriate •routines W/ curriculum • directions Move ••6. My Teach & prompts Specific Yes No STRATEGIES • Active SPECIFIC instruction actively engaged students in 10. observable ways (e.g., writing, FEEDBACK verbalizing) • Quickly • Acknowledged •Equally across all • • distributed Active Scan Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. • Quietly Authentic • Doable • Informative • Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to •More for some • Observable • Interact inappropriate behavior. Culturally/developmentally appropriate • All• • Preventively • Positive Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., • All • Reinforce class point systems, praise, etc.). Equitably distributed across all • Contingent • • Positively 1. I have arranged my classroom to minimize crowding and distraction 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. • More for some • Relevant Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” Yes No # Yes___ <5 “yes” = “Improvement Needed” How did I do? 8-10 “yes” = Super 5-7 “yes” = So So <5 “yes” = Improvement needed References • • • • • • • • • Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. Classroom Routine Lesson Plan ROUTINE #1 #2 #3 What does routine look/sound like? Where/when should routine be used? When will routine be taught and for how long? How and when will routine be practiced? How will learning be confirmed? How, where, and how often will displays of routine be acknowledged? • • • • • Getting teacher attention Making transition to next activity Showing readiness to learn ……….. ………... Routine Lesson Plan 15 minutes • Work with 2-3 same grade level colleagues • Identify 2-3 routines needed to support literacy instructional groups • Develop lesson plan for teaching 1-2 routine Attention 1 Minute Please FRMS Total Office Discipline Referrals SUSTAINED IMPACT Pre 3000 Total ODRs 2500 2000 Post 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years Key-to-Success Project Total number of ODRs Total Number of Office Discipline Referrals Per Year 450 400 350 300 250 200 150 100 50 0 419 324 218 Baseline SWPBS Yr 1 Years SWPBS Yr 2 Central Illinois Elem, Middle Schools Triangle Summary 03-04 Mean Proportion of Students 1 05% 11% 20% 0.8 22% 0.6 84% 58% 0.4 0.2 6+ ODR 2-5 ODR 0-1 ODR SWPBS schools are more preventive 0 Met SET (N = 23) Not Met SET (N =12) ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity National ODR/ISS/OSS July 2008 K-6 6-9 9-12 2409 # Sch 1756 476 177 # Std 781,546 311,725 161,182 1,254,453 # ODR 423,647 414,716 235,279 1,073,642 ISS # Evnt 6 38 38 avg/100 # Day 12 49 61 OSS # Evnt 6 30 24 avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39 July 2, 2008 % Students 3 100% 8 9 15 16 8 90% 80% 70% 60% 6+ 50% 2-5 89 77 40% 0-1 74 30% 20% 10% 0% K-6 6-9 9-12 School Level ODR rates vary by level % Major ODRs 100% 90% 33 45 80% 44 70% 60% 6+ 50% 42 2-5 0-1 40% 38 38 17 18 30% 20% 26 10% 0% K-6 6-9 School Level July 2, 2008 9-12 Bethel School District Office Discipline Referrals 2001-2008 1000 900 800 Number of Referrals 700 600 2001-02 2002-03 2003-04 500 2004-05 2005-06 400 2006-07 2007-08 300 200 100 0 K 1 2 3 4 5 6 Grade Level 7 8 9 10 11 12 Working Smarter Invest in smallest evidence-based practice w/ biggest documented impact “add 1, drop 2” Adapt to local culture/context Use data for decision making Respond early & positively to errors Establish support for accurate & fluent implementation Give equal priority to academic & social behaviors First/Every Day 1. Greet every kid at door 2. Schedule time to teach, practice, & acknowledge 1-2 expected routines 3. Maximize academic engagement & success 4. Actively supervise 5. Have 8 positives for each negative each hour 6. Acknowledge every student at end of day/period. FRMS Total Office Discipline Referrals Sustained Impact 3000 Total ODRs 2500 2000 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years SETTING All Settings Hallways Playgrounds Cafeteria Library/ Comput er Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely.